student motivation and engagement in developing broader skills, e.g. problem-solving
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Student motivation and engagement in developing broader skills, e.g. problem-solving. Student Motivation. Keller’s ARCS model, Journal of Instructional Development,10, p2, 1987 Attention gain and keep the learner's attention, Passion about skills, and/or scare them: job outsourced - PowerPoint PPT PresentationTRANSCRIPT
1/27/2009Craig Ogilvie,
Student motivation and engagement in developing broader skills, e.g. problem-solving
Student Motivation Keller’s ARCS model, Journal of Instructional Development,10, p2, 1987
Attention gain and keep the learner's attention,
Passion about skills, and/or scare them: job outsourced Relevance
Be explicit about the direct benefit to the student Complex world, vital they develop/practice these skills
Confidence Support initial efforts, positive feedback on small-sized tasks,…
Satisfaction Provide a sense of achievement.
Are we addressing all four? First 2: be explicit. Last 2: scaffolding, ramp-up to larger tasks
1/27/2009Craig Ogilvie,
1/27/2009Craig Ogilvie,
Intellectual development of students (I) Core student-beliefs about what is knowledge/learning Perry scheme and others
1. Duality all problems are solvable the student's task is to learn the right solutions
2. Multiplicity attempts to account for diversity in human opinion often becomes a new certainty of "we'll never know for sure," what is most important is one's own thinking. arbitrary basis for determining what's right
hence an attitude of "do your own thing" or "anything goes"
Adapted from http://www.perrynetwork.org/schemeoverview.htmlhttp://www.cse.buffalo.edu/~rapaport/perry.positions.html
1/27/2009Craig Ogilvie,
Intellectual development of students (II)3. Contextual Relativism Propose solutions and support these by reasons; Some solutions are better than others, depending on
context. Student's task is to learn to evaluate solutions.
4. Commitment Develop and judge possible solutions using both
intellectual and ethical considerations Consider choices in the face of legitimate alternatives Integrate knowledge learned via personal experience
using reflection.
Aug 19, 2008Craig Ogilvie,
Question
Dualist, multiplicity, contextual relativism, commitment Estimate the average shift of positions a typical
student has during his/her four years at college e.g. from Duality (1) to Commitment (4) is a shift of 3
1. average shift ~ 1, or less
2. 1 < average shift < 2
3. 2 < average shift < 3
Intellectual development+ ill-structured PS1. Duality
the student's task is to learn the right solutions
2. Multiplicity arbitrary basis for determining what's right
3. Contextual Relativism Propose solutions and support these by reasons;
4. Commitment Integrate knowledge learned via personal experience using reflection.
When can students benefit from ill-structured tasks in courses?
In freshman year so they kick-start their intellectual development? Takes time to develop these skills and to build integrated knowledge for ill-
structured tasks Or is this too much a clash for “duality” students ?
1/27/2009Craig Ogilvie,
1/27/2009Craig Ogilvie,
From ISU President’s Council Meeting Jan 2009
For each question in cluster, the best response =>100, worst response =0Linear in between these twoAverage is then calculated for all students, all questions in cluster
1/27/2009Craig Ogilvie,
Lower division students:Content is new, complexFaculty: baseline knowledge
What would happen to student academic challenge, if faculty increased synthesizing,application tasks?
Increase student motivation ARCS
Attention, Relevance, Confidence, Satisfaction Increase student sense of relevance, or buy-in to academic
challenge What set of skills am I trying to develop while at ISU? How can I grow intellectually, professionally? How can I use the challenges of each course to further my
goals? Individual courses
Bring these implicit goals to the open, e.g. ill-structured problem-solving
1/27/2009Craig Ogilvie,
Nov 07 [email protected] 11
Problem-Solving Beliefs in Sophomores/Phys 222 Students asked to reflect and describe their preferred method
of solving physics problems At start of semester and at end of semester
~ 400 responses coded (blind to pre/post) List known quantities “match” between equation and known quantities “Roladex” Find similar example in text Diagram Identify main concepts Qualitative analysis Identify sub-problems
Limiting strategies
Expansive strategies
Nov 07 [email protected] 12
Listing Knowns
The very first thing that I do is rewrite the information on the side so that it is easy to see and understand since it often gets confusing throughout a story problem.
I write down the known facts and what I need to find. I
assign variables to each fact--known or unknown alike. My biggest problem is finding information that isn't needed in the problem, and therefore, waste time.
Nov 07 [email protected] 13
Equation Matching/Roladex I read through the problem noteing the information given. Then I look
for a formula that involves these variables. My general approach to a physics problem is to write out the given
information then try to match what we are given to an equation on the sheet. This is fairly efficient for simple problems, but much more troublesome with complex problems.
I usually figure out what variables I have and what I need to find. Then, I look for a formula that contains all of those variables and solve for what I need.
Despite your warning against it, I still go equation-hunting. Equations
are basically models of concepts, and so it's the equivalent of looking for the right concept. However, most of all, it works.
Nov 07 [email protected] 14
Qualitative Also, I think it's very important to talk myself through it
qualitatively before touching any numbers or equations. After using equations and getting an answer, I ask myself it it makes sense.
One of the first things I like to do is draw a picture that represents the problem. This helps me better understand what I am dealing with and what I will be looking for. If, after this, the problem is still confusing, go through my head at what would make logical sense in solving the problem. Sometimes for it to make sense, I have to imagine myself in the situation and think about what would occur in this situation. Once I think I understand what is happening, I look for the formula(s) that relate to the problem.
Nov 07 [email protected] 15
Fraction of times method listed in a response
More expansive strategies prevalent post-instruction“Limited” strategies still mentioned post-instruction :
robust because these work for simple problems
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C.A. OgilvieAccepted for publicationPhysical Review Special TopicsPhysics Education Research
Systemic Change (I) CELT currently focused on faculty development => student
learning How to get students to think about their own development
Partnership with GSB/CELT/Registration/Advising? Structured reflection for every student, start of each year
Peer review, so the audience is 2-3 other students who provide feedback/reaction, authentic audience
Done during registration? http://cpr.molsci.ucla.edu/ or eDOC
1/27/2009Craig Ogilvie,
Systemic Change (II) How to get students to think about their own development (II) Student-owned “Alverno-style” or “ABET-style” broader skills
Matrix of broader skills, e.g. communication, group work, problem-solving
Each at different levels Fill out which courses each semester helped you (or will
help you) develop which skills Registration, or as part of advising, or as part of course
evaluation ……
1/27/2009Craig Ogilvie,
Summary
1/27/2009Craig Ogilvie,
All three are important and perhaps necessary to achieve student growth
